A culturally-adaptive Iranian version of the Questionnaire on Teacher Interaction to investigate English teachers’ interpersonal behaviour

Safa, Mohammad Ahmadi; Doosti, Mehdi

doi:10.1007/s10984-017-9226-0

Cited by 8 publications

(6 citation statements)

References 24 publications

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“…The strongest disagreement was mainly observed in proximity behaviours, showing that teachers overestimate the positive interactions with their students and thus the quality of their interpersonal relationship. In general, our findings are consistent with previous studies comparing the two perspectives regardless of the methodological approach followed (Brekelmans et al, 2011;Maulana et al, 2012;Safa & Doosti, 2017;Wubbels et al, 1992). To the best of our knowledge, only the study of Maulana et al (2012) applied a similar methodology using the QTI and found a similar degree of perceptions divergence in the Agency and Communion dimensions.…”

Section: Discussionsupporting

confidence: 91%

“…In contrast, the majority of teachers reported lower scores than their students on the uncertain, dissatisfied and confrontational scales. In another study that used independent samples t-tests and effect sizes showed that the magnitude of differences between students' and the teachers' perceptions was large for confrontational, understanding, dissatisfied and compliant scales (Safa & Doosti, 2017). This could mean that students evaluated their teachers' behaviour more highly than their teachers for dissatisfied and reprimanding behaviours and lower for understanding and tolerant behaviours.…”

Section: Comparing the Perceptions Of Students And Teachersmentioning

confidence: 97%

“…It is noteworthy that American and Australian teachers were rated as more enforcing than Dutch teachers. In several surveys in Asian countries, students perceived their teachers as leading and imposing, showing a high degree of interpersonal closeness (Maulana et al, 2012;Safa & Doosti, 2017;Sivan & Chan, 2013). Despite the extensive research using the QTI in Western and Asian countries, research on interpersonal perspectives of the classroom in the Greek educational context is scarce.…”

Section: Measuring Interpersonal Teacher Behaviourmentioning

confidence: 99%

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Comparing students’ and teachers’ perceptions about teachers’ interpersonal behaviour in Greek secondary education

Karamane

Vatou

Tsigilis

et al. 2023

Learning Environ Res

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AbstractΤeachers’ interpersonal behaviour is considered important for the quality of the student–teacher relationship. The present study examined teachers’ and students’ perceptions regarding teachers’ interpersonal behaviour and the degree of their agreement at the class level. Moreover, this study investigated whether possible differences between them are associated with the teachers’ and classes’ characteristics. Participants were 1669 students and 43 secondary teachers within 85 secondary classrooms in Greece. The Greek version of the Questionnaire on Teacher Interaction was used to assess eight aspects of teachers’ interpersonal behaviour. A high degree of divergence between teachers’ self-perceptions and students’ perceptions about their teachers’ interpersonal behaviour was found. Multiple regression analyses showed that the differences among teachers’ and students’ perceptions can partially be explained by teachers’ years of teaching experience and the degree level, as well as the class educational level. Findings of this study provide specific practical implications.

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Section: Discussionsupporting

confidence: 91%

Section: Comparing the Perceptions Of Students And Teachersmentioning

confidence: 97%

Section: Measuring Interpersonal Teacher Behaviourmentioning

confidence: 99%

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Comparing students’ and teachers’ perceptions about teachers’ interpersonal behaviour in Greek secondary education

Karamane

Vatou

Tsigilis

et al. 2023

Learning Environ Res

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“…Kecerdasan interpersonal yang menjadi bagian dari kompetensi kepribadian guru menjadi sesuatu yang sangat penting bagi siswa. Hal ini berkorelasi dengan penelitian sebelumnya bahwa melalui kecerdasan interpersonal yang dibangun guru dan siswa dapat menjadi pembangun kedekatan [28], prediktor dari kegembiraan yang ada di kelas [29], dan meminimalkan perilaku negatif siswa [30]. Di dalam islam juga disebutkan bahwa 'adab terlebih dahulu baru kemudian ilmu'.…”

Section: Urgensi Kecerdasan Interpersonal Guru-siswaunclassified

Urgensi Kecerdasan Interpersonal Bagi Guru di Era Industri 4.0

Fathoni¹,

Samsuri²

2022

DIAJAR: Jurnal Pendidikan dan Pembelajaran

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The rapid development of information technology in the industrial era 4.0 certainly contributes to shifting human activities in interacting and communicating. In the world of education, teachers need to synchronize learning in accordance with the characteristics of students in the industrial era 4.0. The main key in this synchronization arises in the competence of the teacher to be able to establish interpersonal relationships with learners, other educators, parents, and the educational community. So that the capacity of the teacher in interpersonal intelligence needs to be honed and adapted to his time. Therefore, the purpose of writing this article is to describe the urgency of interpersonal intelligence for teachers in the industrial era 4.0. The type of research used in this study is literature review research. The research approach used is in the form of sample characteristics systematically using sources in the form of books and articles. This research procedure consists of 5 stages, namely 1) determining the topic of study; 2) collect information from various sources; 3) classify references in accordance with the topic of study; 4) carry out the synthesis of relevant references; 5) write down the results of the synthesis. The results of this study show that 1) interpersonal intelligence is an important part for teachers as a basis for interaction between teachers and students, peers, parents, principals, policy makers, education observers, and the educational community; 2) interpersonal and intrapersonal intelligence has a relationship with one another; 3) communication of teachers and students in the industrial era 4.0. happening in classrooms and virtual spaces through social media; 4) teachers need to follow the development of information technology as a medium to learn and communicate with studentsThe rapid development of information technology in the industrial era 4.0 certainly contributes to shifting human activities in interacting and communicating. In the world of education, teachers need to synchronize learning in accordance with the characteristics of students in the industrial era 4.0. The main key in this synchronization arises in the competence of the teacher to be able to establish interpersonal relationships with learners, other educators, parents, and the educational community. So that the capacity of the teacher in interpersonal intelligence needs to be honed and adapted to his time. Therefore, the purpose of writing this article is to describe the urgency of interpersonal intelligence for teachers in the industrial era 4.0. The type of research used in this study is literature review research. The research approach used is in the form of sample characteristics systematically using sources in the form of books and articles. This research procedure consists of 5 stages, namely 1) determining the topic of study; 2) collect information from various sources; 3) classify references in accordance with the topic of study; 4) carry out the synthesis of relevant references; 5) write down the results of the synthesis. The results of this study show that 1) interpersonal intelligence is an important part for teachers as a basis for interaction between teachers and students, peers, parents, principals, policy makers, education observers, and the educational community; 2) interpersonal and intrapersonal intelligence has a relationship with one another; 3) communication of teachers and students in the industrial era 4.0. happening in classrooms and virtual spaces through social media; 4) teachers need to follow the development of information technology as a medium to learn and communicate with students

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“…Previous research has also shown that high or positive interpersonal relationships can have an impact on student's academic performance (Kiuru et al, 2020), be more prosocial (Shin et al, 2019), have low teacher-student conflicts (McFarland et al, 2016), increase learning motivation (Comer, 1984;Spilt et al, 2012) increase excitement in the classroom (Ahmadi Safa & Doosti, 2017), minimize negative behavior in the classroom (Hagenauer et al, 2015), build closeness and increase student self-efficacy (Spilt et al, 2012). Good interpersonal relationships will make students more open, enthusiastic, and motivated when studying, feel comfortable in learning, and will try to show their best performance in class.Based on these studies, we can find out the urgency of interpersonal relationships between teachers and students.…”

Section:  Introductionmentioning

confidence: 99%

Primary School Teachers Perceptions toward Urgency of Interpersonal Relationships in Primary Schools

Ramadhanty,

Hermanto,

Fathoni

2023

JPP

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Dasar. Tujuan: Studi penelitian ini bertujuan untuk (1) mengeksplorasi pengalaman guru sekolah dasar dalam melakukan hubungan interpersonal di dunia pendidikan; (2) mendeskripsikan problematika dalam melakukan hubungan interpersonal guru. Metode: Penelitian ini merupakan penelitian kualitatif dengan jenis fenomenologi. Data dikumpulkan melalui wawancara dengan partisipan 11 guru sekolah dasar. Analisis data dilakukan berdasarkan pada model analisis Bogdan & Biklen yang dimulai dengan mencari tema dan sub-tema pada topik yang dibahas. Temuan: Hasil penelitian menunjukkan bahwa bahwa hubungan interpersonal yang baik akan membuat siswa lebih terbuka, antusias, termotivasi ketika belajar, merasa nyaman dalam belajar, dan akan berusaha menunjukkan performa terbaiknya di kelas. Selanjutnya, walaupun guru sudah berusaha memahami peserta didik dengan kecerdasan interpersonalnya, tetapi masih saja ada konflik ketika berinteraksi dengan beberapa peserta didik di kelas. Kesimpulan: Dapat disimpulkan bahwa hubungan interpersonal menjadi urgensi bagi guru dalam membangun hubungan positif dengan siswa, guna meningkatkan kualitas pembelajarannya di kelas.

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A culturally-adaptive Iranian version of the Questionnaire on Teacher Interaction to investigate English teachers’ interpersonal behaviour

Cited by 8 publications

References 24 publications

Comparing students’ and teachers’ perceptions about teachers’ interpersonal behaviour in Greek secondary education

Comparing students’ and teachers’ perceptions about teachers’ interpersonal behaviour in Greek secondary education

Urgensi Kecerdasan Interpersonal Bagi Guru di Era Industri 4.0

Primary School Teachers Perceptions toward Urgency of Interpersonal Relationships in Primary Schools

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